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Ongoing curriculum change in higher education is essential to enhance student learning and better prepare them for the job-market. However, research shows that faculty are reluctant to implement such changes because students generally react adversely thereby negating any potential benefits, and moreover, sanction faculty through lower evaluations and future enrollment. Yet, understanding of the effect of curriculum changes on students' course and instructor perceptions is limited. In this article we attempt to fill this gap. Drawing on two empirical findings--students' motivation to attend college becoming increasingly extrinsic since the 1960s and their inability to recognize, "ex ante," the value-added by a curriculum change--and the norm life-cycle theory, we argue that any effort-increasing or grade-threatening change is viewed as non-normative and will lead to an adverse student reaction. However, this adverse reaction will dissipate over time once a critical mass of students is convinced of the merits of the new curriculum. We find support for our hypotheses by analyzing change in student perceptions following curriculum changes at a U.S. University. In addition, we also find that once the adverse reaction dissipates, students' perceptions of the new curriculum become more positive than the old curriculum, only to be reversed once the revised curriculum is accepted as the new norm.

The important concepts undergirding school-based management are greater budgetary autonomy, district-level support for local school needs assessments and plans, allowed deviations from district normative expectations, better onsite decision-making opportunities, and a total district commitment to instructional and administrative excellence. In contrast, Chicago's sad situation shows empowerment and citizen control run amok. (MLH)

In this cross-sectional research design, the authors explore and offer evidence of differential obligations of permanent and contingent workers to their organization. Additionally, they holistically investigate the relationships between different […]

Ongoing curriculum change in higher education is essential to enhance student learning and better prepare them for the job‐market. However, research shows that faculty are reluctant to implement such changes because students generally react adversely thereby negating any potential benefits, and moreover, sanction faculty through lower evaluations and future enrollment. Yet, understanding of the effect of curriculum changes on students' course and instructor perceptions is limited. In this article we attempt to fill this gap. Drawing on two empirical findings—students' motivation to attend college becoming increasingly extrinsic since the 1960s and their inability to recognize, ex ante, the value‐added by a curriculum change—and the norm life‐cycle theory, we argue that any effort‐increasing or grade‐threatening change is viewed as non‐normative and will lead to an adverse student reaction. However, this adverse reaction will dissipate over time once a critical mass of students is convinced of the merits of the new curriculum. We find support for our hypotheses by analyzing change in student perceptions following curriculum changes at a U.S. University. In addition, we also find that once the adverse reaction dissipates, students' perceptions of the new curriculum become more positive than the old curriculum, only to be reversed once the revised curriculum is accepted as the new norm. [ABSTRACT FROM AUTHOR]

Describes the operation of assessment centers for determining administrators' strengths and weaknesses, identifies managerial competencies, and discusses the implications of using assessment center technology in university programs for preparing educational administrators. (PGD)

School study councils should explore adopting assessment center technology (ACT) for selection and development of administrators, a process long used by other organizations. A center's assessors identify, measure, and analyze acceptable position performance levels within simulated exercises and managerial skills. (ll endnotes) (CJH)

Reports on a study describing whom principals have conflicts with, what the conflicts are about, and how they are managed. Among the results are that women principals have conflicts with different people than do males and that elementary principals have conflicts with different people than do secondary. (IRT)

Describes a survey of superintendents from 116 districts that asked them about important concerns and current and future major problems. Concerns included communications and public relations; and problems included staff conflicts and finance difficulties. (JM)

The purpose of this study is to investigate whether or not the similarities between employees' and their leaders' psychological capital () adds to the understanding of person-organization fit, employee engagement, and job satisfaction. This study examines working adults (N=1002), mostly from the U.S. Results indicate that the insights to understanding person-to-organization fit are enhanced when employees' and leaders' PsyCap levels are similar. While the concept of fit between employees and their work environment is not new, this is the first empirical assessment considering the extent of PsyCap similarity between leaders and followers as it relates to person-to-organization fit. Implications from this study as well as recommendations for future studies are discussed. [ABSTRACT FROM AUTHOR]

In this paper, a leader's style of humor delivery is proposed to have an influence on followers' positive emotions (e.g., joy, contentment, pride in one's work), and subsequent creative performance. Extant literature is also presented in support of the proposition that humor delivery will have a positive effect on followers' creativity and innovation. Positive emotions are proposed to mediate the relationship between humor and creative performance. [ABSTRACT FROM AUTHOR]

The litigation rate is increasing and moving into the higher education sector. Areas which have potential for litigation are: (1) professional promotions; (2) tenure and dismissals; (3) copyright law; (4) personnel records; (5) course and degree requirements; and (6) minority group representation. (JN)

In response to the criticism that preparation programs for principals are bookish and out-of-date, the writer in this article examines simulation as an effective instructional tool. [ABSTRACT FROM PUBLISHER]

The University of Tennessee for two years re ceived a grant from the U.S. Office of Education for a training program designed for entry level administrators. This article discusses the ra tionale around which the training program was designed. [ABSTRACT FROM PUBLISHER]

In this article the authors describe a new administrative preparation program which they conduct. They also discuss at some length a procedure developed for evaluating that program. [ABSTRACT FROM PUBLISHER]

This article inquires into the process of innovation as it might relate to certain characteristics existent in the central offices of school districts. It results from a federally funded research inquiry made by the author. The author, who holds the Ph.D. degree from Ohio State University, is Associate Professor in the Department of Educational Administration at the University of Tennessee. [ABSTRACT FROM PUBLISHER]

The article discusses the increasing litigation of society in college and university level. The authors identify substantive areas that have greater potential for litigation such as professional promotions, tenure and dismissals, copyright law, personnel records, course and degree requirements and minority groups' representation. Several institutions failed to define acceptable levels of attainment in the following categories, scholarly activity, school services an profession and effective teaching.